Educational Philosophy and Theory 50 (10):970-980 (2018)

This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming education as a specifically cultural endeavour, one tied to practices that are at once both performative and aesthetic. To this end, I draw on theoretical notions of publicity that highlight its performative character. I then offer a reading of a socially engaged art project in order to suggest ways in which this performative character of publicity can be seen to be educational. This paper argues that education itself emerges through various cultural enactments that delineate the contours of who counts as a public and who does not.
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DOI 10.1080/00131857.2017.1366901
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References found in this work BETA

Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Democracy and Education.John Dewey - 1916 - Dover Publications.
Pedagogy of the Oppressed.Paulo Freire - 1970 - Bloomsbury Academic.

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What Can Beliefs Do? Ethics Education and Authenticity After Postmodernism.Karl Kitching - 2018 - Educational Philosophy and Theory 50 (14):1477-1478.

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